ToddlerClubProgram
Lesson Plan for Friends • Amigos - Everyday Friends • Amigos de todos los días (week Date: October 30-November 3, 2017 9)
Objective: Children will explore friends and friendships with a focus on their caregiver and school friends. Parents as Partners: Send home Parents as Partners Card 9.
Spanish Vocabulary: amigo (a), maestro (a), cuidador (a), companero (a) English Vocabulary: friend, teacher, caregiver, playmate, school, classmate, together, help de juegos, escuela, companero (a) de clase, juntos, ayudar
American Sign Language (ASL): friend, teacher, caregiver, playmate, school, classmate, together, help
LESSON COMPONENTS Monday Tuesday Wednesday Thursday Friday • Greet every child by name • UNITE: Sing "Good Morning • UNITE: Sing "This Is Tiffany" • UNITE: Sing "The More We • UNITE: Sing "Good Morning to and introduce the theme. to You" • "Buenos dias a ti" • "Esta es Tifani" (Frog Street Get Together" • "Si estamos You" • "Buenos dias a ti" (Start Tell children that this week we (Start Smart Songs for 1's, 2's, Sing-Along Songs CD). todos juntos" (Frog Street Sing- Smart Songs for 1's, 2's, & 3's CD). will be learning about amigos & 3's CD). • CALM: Demonstrate holding Along Songs CD). • CALM: Remind children that de todos los días. • CALM: Remind children that hands with a friend for a • CALM: Demonstrate holding taking deep breaths is a strategy • UNITE: Sing "The More We taking deep breaths is a breathing exercise. hands with a friend for a used to get rid of tension and Get Together" • "Si estamos strategy used to get rid of • CONNECT: Use Max to breathing exercise. stress. todos juntos" (Frog Street Sing- tension and stress. welcome back children who • CONNECT: Play Pat-a-Cake • CONNECT: Name the children Along Songs CD). • CONNECT: Select a child to have been absent. with children individually that are absent and send them well • CALM: Demonstrate holding be your partner and play Pat-a- • BUILD COMMUNITY: Discuss throughout the day. wishes. Starting the Day hands with a friend for a Cake. using "listening ears." • BUILD COMMUNITY: Pass • BUILD COMMUNITY: Discuss breathing exercise. • BUILD COMMUNITY: Pass • Calendar/Weather around the Safekeeper Box and :listening ears." Point out that • CONNECT: Name the children around the Safekeeper Box and invite each child to put his or listening ears allow you to hear who are absent and send them invite each child to put his or her photo inside. what someone is saying to you. well wishes. her photo inside. Demonstrate gentle hands Challenge children to use gentle • BUILD COMMUNITY: Tell • Calendar/Weather Remind them they are safe at hands. children our classroom is a school. • Calendar/Weather safe place, we are a community • Calendar/Weather of learners who take care of each other. • Calendar/Weather
• Story folder "I Like School" • Developmental Storybook • Developmental Storybook The • Story folder "I Like School" • Developmental Storybook Little • "Me gusta la escuela" Little Red Hen • La gallinita Enormous Turnip • El nabo • "Me gusta la escuela" Red Hen • La gallinita roja Display the story props and roja enorme Display the story props and Read level II of the story. read the story. Read level 1 of the story for the Read level 1 of the story. Point read the story.. Have you ever needed help from a Language Development first reading. out that Gramps needed help Teach the ASL sign for friend? Teach the ASL sign for school. Ask questions about the story. pulling up the turnip. together. Teach the ASL sign for help. LESSON COMPONENTS Monday Tuesday Wednesday Thursday Friday
• PhotoGreet everyActivity child Card by 15 name • UNITE:Playmates Sing "Good Morning • UNITE:Group PictureSing "This Is Tiffany" • FriendshipUNITE: Sing Puzzles "The More We • PhotoUNITE: Activity Sing "Good Card Morning17 to (caregiver-cuidador (a)) Point out that all the children in Invite little ones to create a Invite children to work the Use the suggestions on the the class are playmates. group mural. friendship puzzles (p 42). • Class Friends Book (p 42) back to practice vocabulary Define the words jolly-alegre, • Sing "Say, Say, My Playmate" Have children identify their friends and stimulate discussion. cellar door, and forevermore- Teach the ASL sign for (Frog Street Action Songs CD). and classmates. Cognitive Development por siempre together. • Teach the ASL for caregiver and class
• Make sure the child understands the vocabulary associated with friends. •Friendly Faces • Adults Have Friends, Too • Greeting Friends •Sing "Make New Friends" - •Friendly Faces Invite children to work puzzles Talk with children about things Talk with little ones about ways "Nuevos amigos". Invite children to work puzzles of of their friend's faces (p 42). you do with your friends. they can greet their friends their friend's faces (p 42). Social Emotional • Sing at naptime "Close Your (hug, high-five, smile, verbal • Sing at naptime "Close Your Talk with little ones about things Development Eyes" - "Cierra tus ojos". • Sing at naptime "Close Your "hello"). Eyes" - "Cierra tus ojos". they do with friends for fun. Eyes" - "Cierra tus ojos". • Sing at naptime "Close Your • Sing at naptime "Close Your Eyes" - "Cierra tus ojos". Eyes" - "Cierra tus ojos".
•Ball Exchange • Intercambio •Cooperative Hide-and-Seek • Cooperative Musical Circles •Ball Exchange • Intercambio • Cooperative Musical Circles de pelotas Select one child to be IT. Help Use masking tape to outline a de pelotas Use masking tape to outline a Have two friends sit facing IT hide. Count to five and send circle on the floor. Have Have two friends sit facing circle on the floor. Have children each other with their legs all the other children to find IT. children walk around the circle each other with their legs walk around the circle while music Physical Development outstretched and their feet while music is playing. outstretched and their feet is playing. touching. Encourage them to touching. Encourage them to roll a ball back and forth roll a ball back and forth between them. between them.
• Tent Home •Bubbles for Two • Pair Race •Bubbles for Two • Pair Race Construct a tent from a sheet. Invite children to blow bubbles Pair children and have two pairs Invite children to blow bubbles Pair children and have two pairs with a friend (p 42). race each other from a start line with a friend (p 42). race each other from a start line to Outdoor Play to a finish line. a finish line.
•Frog Street Sing-Along Songs- •Frog Street Action Songs- •Frog Street Sing-Along Songs- •Frog Street Action Songs- •Shawn Brown Toddler Tunes Canciones para cantar juntos Canciones de accion de Frog Canciones para cantar juntos de Canciones de accion de Frog Sing "Five Little Monkeys" • de Frog Street Street Frog Street Street "Cinco monitos". Sing "The More We Get Sing "Make New Friends" • Sing "This Is Tiffany" • "Esta Sing "Say, Say, My Playmate" • Music and Movement Together" • "Si estamos todos "Nuevos amigos". es Tifani". "Di, dii my companero (a) de juntos". juego". LESSON COMPONENTS Monday Tuesday Wednesday Thursday Friday
•Fine• Greet Motor every child by name •Creativity• UNITE: Sing Station "Good Morning •Gross• UNITE: Motor Sing "This Is Tiffany" •Construction • UNITE: Sing "The More We •Gross • UNITE: Motor Sing "Good Morning to Homemade puzzles (p 42), Encourage children to draw Teach children some simple Show two friends how to work Teach children some simple classroom puzzles. with a partner. exercises and encourage them cooperatively with two trucks exercises and encourage them to Learning Centers to exercise with a friend. and blocks. exercise with a friend.
• Pays attention and exhibits • Listens with interest to Develops an increasing capacity •Engages in positive •Engages in positive relationships curiosity in people and objects language of others (C.1.a.) to pay attention, focus, relationships with adults (B.1.d) with adults (B.1.d) (D.1.a.) • Understands and begins to concentrate, and be involved • Develops a feeling of being •Uses senses to investigate • Develops the confidence to use oral language for (B.2.f.) valued as an important environment to discover what explore and make sense of the conversation • Shows ability to cope with individual objects and people do, how things world and communication (C.2.c.) stress (B.3.a.) who belongs within the group work, and how they can make through simple problem • Develops an expectation that • Responds to and interacts with setting (B.2.h.) things happen (C.1.b) solving and trial-and-error words, books, and pictures can others (B.4.b.) • Recognizes familiar people, • Develops responsive and (D.2.e.) amuse, delight, comfort, inform • Begins to develop and places, and things (D.3.a.) reciprocal • Shows interest and and excite (C.3.d.) demonstrate a positive sense of • Develops emerging skills in communication skills, such as turn- awareness of others (B.4.a.) •Understands and begins to self, competence, caring and cooperation (B.4.f.) taking Learning Goals • Begins to develop personal use language for conversation and an identity that is rooted in • Shows imagination, creativity, (B.4.e.) relationships with peers (B.4.d.) and communication (C.2.c.) their family and culture (B.2.e.) and uses a variety of strategies • Coordinates eye and hand • Develops emerging skills in •Shows awareness of •Engages in positive to solve problems (D.2.b.) movements caring and cooperation (B.4.f.) relationships to family relationships with adults (B.1.d) • Moves body to achieve a goal (A.3.c.) •Develops control of small •Uses senses to investigate •Begins to develop personal (A.2.c.) • Develops control of small muscles for manipulation and environment (D.1.b.) relationships with peers (B.4.d) • Develops increasing ability to muscles for exploration (A.3.b) •Begins to demonstrate healthy change positions manipulation and exploration • Develops control of small and safe habits (A.1.h.) and move body from place to (A.3.b.) muscles for manipulation and place (A.2.b.) • Moves body to achieve a goal exploration (A.3.b.) (A.2.c.)
ToddlerClubProgram
Lesson Plan for Friends • Amigos - Friends Who Keep Us Healthy • Amigos que nos Date: November 6-10, 2017 mantienen saludables (week 10) Objective: Children will learn about people who help take care of them and keep them healthy; doctors, Parents as Partners: Send home Parents as Partners Card 10. nurses, dentists, and veterinarians.
Spanish Vocabulary: doctor (a), enfermero (a), dentista, veterinario (a), English Vocabulary: doctor, nurse, dentist, veterinarian, community. Friends, teeth, pets comunidad, amigos (as), dientes, mascotas
American Sign Language (ASL): doctor, nurse, dentist, veterinarian, community. Friends, teeth, pets
LESSON COMPONENTS Monday Tuesday Wednesday Thursday Friday • Greet every child by name • UNITE: Sing "Community • UNITE: Sing "This Is the Way • UNITE: Sing "Community • UNITE: Sing "Community and introduce the theme. Friends" • "Amigos de la We Brush Our Teeth" • "Así nos Friends" • "Amigos de la Friends" • "Amigos de la Tell children that this week we comunidad" ( Frog Street Sing- cepillamos los dientes" (Frog comunidad" (Frog Street Sing- comunidad" (Frog Street Sing- will be learning about friends Along Songs CD). Street Sing-Along Songs CD). Along Songs CD). Along Songs CD) . who keep us healthy. • CALM: Discuss taking deep • CALM: Remind children that • CALM: Discuss taking deep • CALM: Remind children that • UNITE: Sing "The Dentist breaths for the doctor when taking deep breaths is a way to breaths for the doctor when taking deep breaths is a way to Says" • "El dentista dice" she listens to our heart and help us feel more calm. she listens to our heart and help us feel more calm. (Frog Street Sing-Along Songs lungs. • CONNECT: Explain to children lungs. • CONNECT: Name the children CD). • CONNECT: Use Max to that a veterinarian is a doctor • CONNECT: Tell children you that are absent and send them well • CALM: Remind children that welcome back children who who cares por pets. are going to teach your puppy wishes. Starting the Day taking deep breaths is a way to have been absent. • BUILD COMMUNITY: Discuss how to shake hands with his • BUILD COMMUNITY: Discuss help us feel more calm. • BUILD COMMUNITY: Pass using "listening ears." veterinarian. :listening ears." Point out that • CONNECT: Name the children around the Safekeeper Box and • BUILD COMMUNITY: Pass listening ears allow you to hear who are absent and send them invite each child to put his or around the Safekeeper Box and what someone is saying to you. well wishes. her photo inside. invite each child to put his or Challenge children to use gentle • BUILD COMMUNITY: Tell her photo inside. hands. children our classroom is a Demonstrate gentle hands safe place, we are a community Remind them they are safe at of learners who take care of school. each other.
• Poem Stomach Ache • Dolor •Read Community Friends • •Chalk story "Tillie the •Read Community Friends • • Poem Stomach Ache • Dolor de de estomago Amigos de la Comunidad. Triangle" • "Tita Triangulo" Amigos de la Comunidad. estomago Ask children if they have had a Ask children about their After telling the story a couple Ask what each friend does to Ask: How did your tummy feel? similar experience eating too experiences with each of times, show them different help us. Who did the child call for help? Language Development much treats. community friend as you read shapes and ask them to find the Ask: Which tools does each of the book. shape that matches the shape these friends use in their Teach the ASL signs for doctor Teach the ASL sign for Tillie sees in the mirror each work? and nurse. community. time. LESSON COMPONENTS Monday Tuesday Wednesday Thursday Friday
• GreetPhoto everyActivity child Cards by name 18 • 9-1-1UNITE: (Frog Sing Street "Community Sing-Along • UNITE:Tool Match Sing "This Is the Way • WorkerUNITE: SingPuzzle "Community • HealthyUNITE: Sing Habits "Community (doctor), 19 (nurse), 20 (dentist) Songs CD) Challenge children to match the Invite children to complete the Discuss healthy habits and 21 (veterinarian) Teach children the song and Workers and Tools: Friends Worker Puzzles: Friends Who Use the suggestions on the show them the numbers 9-1-1 Who Keep Us Healthy cards (p Keep Us Healthy (p 43). • Teach the ASL signs for doctor, back to practice vocabulary on a phone. 43). • Photo Activity Cards 20 and nurse, dentist, and veterinarian. and stimulate discussion. • Photo Activity Cards 18 and • Teach the ASL signs for 21 Cognitive Development 19 doctor, nurse, dentist, and • Teach the ASL signs for • Teach the ASL signs for • Teach the ASL signs for veterinarian. doctor, nurse, dentis t, and doctor, nurse, dentist, and doctor, nurse, dentist, and veterinarian. veterinarian. veterinarian.
• Make sure the child understands the vocabulary associated with community.
•An Apple a Day • Una • Heal the Hurt • Fingerplay This Little Nurse •Heartbeats •An Apple a Day manzana al dia Teach children the little rhyme Discuss the nurse's role in Show children how to use a Give children dolls to care fort as Explain that apples are a Skinned Knee Fix-Up • about helping the doctor. paper cup with the bottom cut you sing the chant (Miss Polly p Social Emotional healthy food. getting a boo-boo. up. 47) Development • Sing at naptime "Close Your • Sing at naptime "Close Your • Sing at naptime "Close Your Eyes" - "Cierra tus ojos". • Sing at naptime "Close Your • Sing at naptime "Close Your Eyes" - "Cierra tus ojos". Eyes" - "Cierra tus ojos". Eyes" - "Cierra tus ojos". Eyes" - "Cierra tus ojos".
•Exercise • Ejercicio •Jumping Monkeys •Play Doctor, May I? •Exercise • Ejercicio •Play Doctor, May I? Explain what exercise is good Teach children the action Play a teacher-directed variation Explain exercise build our Play a teacher-directed variation of for us. rhyme Five Little Monkeys • of Mother, May I? muscles, increases our Mother, May I? •Teach children simple Cinco Monitos and discuss alertness, helps us feel good. Call out to children one at a time Physical Development exercises why jumping on the bed is so •Teach children chair exercises asking them to do a specific action dangerous. as clapping hands over head, (jump, skip, hop, touch toes). touching toes, moving head left to right,
• The Farmer in the Dell •Heartbeats • Pair Race • The Farmer in the Dell • Bubbles for Two Focus on the nurse in the song Have children feel the beat of Pair children and have two pairs Focus on the nurse in the song Invite children to blow bubbles (p lyrics )p 44). their hearts. race each other from a start line lyrics )p 44). 42) with a friend. Outdoor Play to a finish line.
•Frog Street Sing-Along Songs- •Frog Street Action Songs- •Frog Street Sing-Along Songs- •Frog Street Action Songs- •Shawn Brown Toddler Tunes Canciones para cantar juntos Canciones de accion de Frog Canciones para cantar juntos Canciones de accion de Frog Sing "Five Little Monkeys" • de Frog Street Street de Frog Street Street "Cinco monitos" and "Community Sing "This Is the Way We Sing "Community Friends" • Sing "I'm Your Veterinarian" • Sing "The Farmer in the Dell" • Helpers" • "Ayudantes de la Music and Movement Brush Our Teeth" • "Asi nos "Amigos de la comunidad". "Soy tu veterinario" and "9 - 1 "El granjero en el pajar". comunidad". lavamos los dientes". 1" • "9 - 1- 1". LESSON COMPONENTS Monday Tuesday Wednesday Thursday Friday
• GreetScience every child by name ••Library UNITE: andSing Listening "Community • UNITE:Creativity Sing Station "This Is the Way •Library• UNITE: andSing Listening "Community • ScienceUNITE: Sing "Community Foods: Healthy" and "Foods: Fill a basket with books about Encourage children to paint a Fill a basket with books about Foods: Healthy" and "Foods: Unhealthy" (Patterns CD) community workers. tooth with brushes and tempera community workers. Unhealthy" (Patterns CD) Learning Centers Invite children to sort into two paint. Invite children to sort into two groups. groups.
• Pays attention and exhibits • Listens with interest to Develops an increasing capacity •Engages in positive •Engages in positive relationships curiosity in people and objects language of others (C.1.a.) to pay attention, focus, relationships with adults (B.1.d) with adults (B.1.d) (D.1.a.) • Understands and begins to concentrate, and be involved • Develops a feeling of being •Uses senses to investigate • Develops the confidence to use oral language for (B.2.f.) valued as an important environment to discover what explore and make sense of the conversation • Shows ability to cope with individual objects and people do, how things world and communication (C.2.c.) stress (B.3.a.) who belongs within the group work, and how they can make through simple problem • Develops an expectation that • Responds to and interacts with setting (B.2.h.) things happen (C.1.b) solving and trial-and-error words, books, and pictures can others (B.4.b.) • Recognizes familiar people, • Develops responsive and (D.2.e.) amuse, delight, comfort, inform Shows confidence in increasing places, and things (D.3.a.) reciprocal • Shows interest and and excite (C.3.d.) abilities (B.2.c.) • Develops emerging skills in communication skills, such as turn- awareness of others (B.4.a.) • Shows awareness of • Begins to demonstrate healthy caring and cooperation (B.4.f.) taking Learning Goals • Begins to develop personal relationships to and safe habits (A.1.h.) • Develops increasing ability to (B.4.e.) relationships with peers (B.4.d.) family/community/ • Develops the confidence to change positions and move • Develops control of small • Establishes secure cultural group (B.2.d.) explore and make sense of the body muscles for relationships with primary • Begins to demonstrate world from place to place (A.2.b.) manipulation and exploration caregivers (B.1.a.) healthy and safe habits (A.1.h.) through simple problem solving • Coordinates eye and hand (A.3.b.) • Begins to develop personal • Develops increasing and trial-and-error (D.2.e.) movements (A.3.c.) • Develops confidence with moving relationships with peers (B.4.d.) knowledge in syntax, meaning, • Experiments with different • Begins to demonstrate in space, • Begins to learn and internalize and uses healthy and safe habits (A.1.h.) moving to rhythm, and playing rules, routines, and directions vocabulary (C.1.f.) for objects (D.2.a.) near and with (B.3.e.) others (A.2.e.)
ToddlerClubProgram
Lesson Plan for Friends • Amigos - Friends Who Keep Us Safe • Amigos que nos Date: November 13-17, 2017 mantienen seguros (week 11)
Objective: Children will learn about people who keep them safe: firefighters and police officers. Parents as Partners: Send home Parents as Partners Card 11.
Spanish Vocabulary: bombero, incendio, oficial de la policía, seguro, English Vocabulary: firefighter, fire, police officer, safe, brave, community, listen valiente, comunidad, escuchar
American Sign Language (ASL): firefighter, fire, police officer, safe, brave, community, listen
LESSON COMPONENTS Monday Tuesday Wednesday Thursday Friday • Greet every child by name • UNITE: Sing "Community • UNITE: Sing "Community • UNITE: Sing "9-1-1" • "9-1-1" • UNITE: Sing "Stop, Drop, and and introduce the theme. Friends" • "Amigos de la Friends" • "Amigos de la (Frog Street Sing-Along Songs Roll" • "Alto, al suelo y a rodar" Tell children that this week we comunidad" (Frog Street Sing- comunidad" (Frog Street Sing- CD). (Frog Street Action Songs CD).. will be learning about friends Along Songs CD). Along Songs CD). Songs CD). • CALM: Invite children to copy • CALM: Remind children that who keep us safe. • CALM: Demonstrate Fire • CALM: Remind children that your movements as you repeat taking deep breaths is a way to • UNITE: Sing "Stop, Drop, and Hose Explosion - Explosión de taking deep breaths is a way to the action. help us feel more calm. Roll" • "Alto, al suelo y a la manguera. help us feel more calm. • CONNECT: Discuss helping • CONNECT: Name the children rodar" (Frog Street Action • CONNECT: Use Max to • CONNECT: Discuss the friends. that are absent and send them well Songs CD). welcome back children who kindness shown by the way the • BUILD COMMUNITY: Pass wishes. • CALM: Remind children the have been absent. firefighters help one another. around the Safekeeper Box and • BUILD COMMUNITY: Discuss Starting the Day calming strategy called Drain. • BUILD COMMUNITY: Pass • BUILD COMMUNITY: Discuss invite each child to put his or :listening ears." Point out that • CONNECT: Name the children around the Safekeeper Box and using "listening ears." her photo inside. listening ears allow you to hear who are absent and send them invite each child to put his or Demonstrate gentle hands what someone is saying to you. well wishes. her photo inside. Remind them they are safe at Challenge children to use gentle • BUILD COMMUNITY: Tell school. hands. children our classroom is a safe place, we are a community of learners who take care of each other.
• Build-a-Story (p 42) "Dress •Read Community Friends • •Action rhyme The Brave •Read Community Friends • •Action rhyme The Brave the Firefighter • "Viste al Amigos de la Comunidad. Firefighter • El bombero Amigos de la Comunidad. Firefighter • El bombero valiente bombero Read the book pausing to pay valiente Ask what each friend does to Explain that firefighters sleep at After you have read the story special attention to the Explain that firefighters sleep at help us. the fire station each night and they several times ask the children firefighter and the police the fire station each night. Discuss their uniforms and have beds just like we have at Language Development to retell the story by naming officer. Teach the ASL signs for their tools. home. which article of clothing Felix Review the ASL sign for firefighter and brave . puts on first and then next community.
Teach the ASL signs for firefighter and fire. LESSON COMPONENTS Monday Tuesday Wednesday Thursday Friday
• PhotoGreet everyActivity child Cards by name22 • UNITE:Play Please, Sing "CommunityMr. Police • UNITE:Tool Match Sing "Community • WorkerUNITE: SingPuzzle "9-1-1" • "9-1-1" • PlayUNITE: Please, Sing "Stop,Mr. Police Drop, Officer and (firefighter • bombero) and 23 Officer Challenge children to match the Invite children to complete the Explain the children you are going (police officer • oficial de la Explain the children you are Workers and Tools: Friends Worker Puzzles: Friends Who to play a game where you ask a policia) going to play a game where Who Keep Us Healthy cards (p Keep Us Healthy (p 43). police officer to help. Use the suggestions on the you ask a police officer to help. 43). • Photo Activity Cards 22 and • Review the ASL sign for listen. back to practice vocabulary • Teach the ASL sign for 23 Cognitive Development and stimulate discussion. • Teach the ASL signs for community safe, brave, and listen. • Teach the ASL signs for firefighter and police officer
• Make sure the child understands the vocabulary associated with friends who keep us safe. •Stop, Droll and Roll • Play This Little Officer • Chant "Who Took the • Chant "Who Took the • Rhyme Help! Help! Cried Mr. Remind children that clothes Discuss the many nice things Cookies? Cookies? • "Quien tomo las Phelp are flammable. police officers do for us and Frog Street Sing-Along Songs galletas de la galletera?". Discuss things police officers do how they keep us safe. CD Frog Street Sing-Along Songs to help us. Social Emotional • Sing at naptime "Close Your CD Development Eyes" - "Cierra tus ojos". • Sing at naptime "Close Your Provide an officer's hat • Sing at naptime "Close Your Eyes" - "Cierra tus ojos". • Sing at naptime "Close Your (Patterns CD). Eyes" - "Cierra tus ojos". Eyes" - "Cierra tus ojos". • Sing at naptime "Close Your Eyes" - "Cierra tus ojos".
•Helpful Friends • Amigos •Firefighter, Firefighter • •Play Firefighter, May I? •Exercise • Ejercicio •Stay Low and Crawl utiles Bombero, bombero Play a teacher-directed variation Explain exercise build our Discuss this safety practice and Have children act out the Invite children to participate in of Mother, May I? muscles, increases our demonstrate crawling on your rhyme this action rhyme. alertness, helps us feel good. belly. Physical Development •Repeat motor movements again and again.
• Police Siren Freeze • Pair Race • Put Out the Fire • Police Siren Freeze • Bubbles for Two Invite children to run in place. Pair children and have two Invite the children to draw Invite children to run in place. Invite children to blow bubbles (p Demonstrate for children how pairs race each other from a flames on the sidewalk. Demonstrate for children how 42) with a friend. Outdoor Play they will "freeze" when hear the start line to a finish line. • Teach the ASL sign for fire. they will "freeze" when hear the "siren." "siren."
•Frog Street Sing-Along Songs- •Frog Street Action Songs- •Frog Street Sing-Along Songs- •Frog Street Action Songs- •Shawn Brown Toddler Tunes Canciones para cantar juntos Canciones de accion de Frog Canciones para cantar juntos de Canciones de accion de Frog Sing "Five Little Monkeys" • de Frog Street Street Frog Street Street "Cinco monitos" and "Community Sing "Who Took the Cookies Sing "Community Friends" • Sing "9 - 1 1" • "9 - 1- 1". Sing "Stop, Droll, and Roll" • Helpers" • "Ayudantes de la Music and Movement from the Cookie Jar?" • "Quien "Amigos de la comunidad". "Alto, al suelo y a rodar". comunidad". tomo las galletas de la galletera?" LESSON COMPONENTS Monday Tuesday Wednesday Thursday Friday
• GreetConstruction every child by name ••Library UNITE: andSing Listening "Community • UNITE:Creativity Sing Station "Community •Library• UNITE: andSing Listening "9-1-1" • "9-1-1" •Pretend• UNITE: Singand Learn"Stop, Drop, and Make a firefighter hat Fill a basket with books about Invite children to paint fiery Fill a basket with books about Encourage children to be firefighters and police officers. pictures. firefighters and police officers. firefighters. Learning Centers
• Pays attention and exhibits • Develops a playful interest in • Develops confidence with •Engages in positive •Engages in positive relationships curiosity in people and objects repetitive sounds and words moving in space, moving to relationships with adults (B.1.d) with adults (B.1.d) (D.1.a.) (rhythm, rhythm, and • Develops a feeling of being •Uses senses to investigate •Develops an understanding rhyme, alliteration) (C.3.b.) playing near and with others valued as an important environment to discover what that symbols/pictures can be • Establishes secure (A.2.e.) individual objects and people do, how things “read” relationships with primary • Imitates sounds, gestures, who belongs within the group work, and how they can make by others (C.3.g.) caregivers (B.1.a.) signs, or words (C.2.b.) setting (B.2.h.) things happen (C.1.b) • Develops language skills in • Shows awareness of • Begins to demonstrate healthy Shows confidence in • Develops responsive and structured language contexts, relationships to and safe habits (A.1.h.) increasing abilities (B.2.c.) reciprocal such family/community/cultural • Develops the confidence to • Begins to demonstrate communication skills, such as turn- as through books, finger plays, group (B.2.d.) explore and make sense of the healthy and safe habits (A.1.h.) taking Learning Goals singing, storytelling, and • Shows awareness of world • Develops the confidence to (B.4.e.) reenacting (C.2.d.) relationships to through simple problem solving explore and make sense of the Develops skill and confidence with • Begins to develop personal family/community/ and trial-and-error (D.2.e.) world processes of art, such as drawing, relationships with peers (B.4.d.) cultural group (B.2.d.) • Experiments with different through simple problem collage, • Begins to learn and internalize • Begins to demonstrate uses solving and trial-and-error painting, and constructing (D.5.a.) rules, routines, and directions healthy and safe habits (A.1.h.) for objects (D.2.a.) (D.2.e.) (B.3.e.) • Develops increasing knowledge in syntax, meaning, and vocabulary (C.1.f.)
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Lesson Plan for Opposites • Opuestos - In/Out, Inside/Outside • Dentro/fuera, Date: November 20-24, 2017 adentro/afuera (week 12)
Objective: Children will practice using in, out, inside , and outside. Parents as Partners: Send home Parents as Partners Card 13.
English Vocabulary: in, out, inside, outside, opposites, location Spanish Vocabulary: dentro, fuera, adentro, afuera, opuestos, ubicacion
American Sign Language (ASL): in, out, inside, outside, opposites, location
LESSON COMPONENTS Monday Tuesday Wednesday Thursday Friday • Greet every child by name • UNITE: Sing "Good Morning • UNITE: Sing "Raindrop Song" H O and introduce the theme. to You" • "Buenos días a ti" • "La canción de gota de lluvia" Tell children that this week we (Start Smart Songs for 1's, 2's, (Frog Street Action Songs CD). will be learning about and 3's CD). Songs CD) . opposites. • CALM: Ask children to follow • CALM: Encourage children to • UNITE: Sing "Sing a song of your lead as you take several pretend smell a flower and blow Opposites" • "Canta una deep breaths. Explain when we a candle. canción de opuestos" ( Frog breathe, we are taking in • CONNECT: Play the action Street Sing-Along Songs CD ). oxygen and exhaling carbon rhyme 'Round the House. • CALM: Encourage children to dioxide. • BUILD COMMUNITY: Discuss Starting the Day pretend to smell a flower. • CONNECT: Use Max to using walking feet. • CONNECT: Name the children welcome back children who who are absent and send them have been absent. well wishes. •BUILD • BUILD COMMUNITY: Pass COMMUNITY: Tell children our around the Safekeeper Box and classroom is a safe place, we invite each child to put his or are a community of learners her photo inside. who take care of each other.
•Developmental Storybook •Read Sing a Song of •Read Jasper and Me • Jasper L I The enormous Turnip • El Opposites • Canta una cancion y yo nabo enorme de opuestos. Focus on parts of the story that Read level I, II, or III of the Provide additional examples of relate to this week's focus Language Development story. in, out, inside and outside words.
Teach the ASL signs for inside and outside LESSON COMPONENTS Monday Tuesday Wednesday Thursday Friday
• PhotoGreet everyActivity child Card by 27 name (in, • UNITE:What's inSing the "Good Box Morning •Story• UNITE: Folder Sing Sweet"Raindrop Mother Song" DH OA out, inside outside) • (dentro, Change the item inside the • Dulce mama fuera, adentro, afuera) wrapped present ( p 42) each Ask children if they would like Use the suggestions on the time you tell the story so it will to live in a shoe. back to practice vocabulary always be a surprise. and stimulate discussion. • Photo Activity Card 27 (in, out, inside outsider) • (dentro, Cognitive Development • Teach the ASL signs for in fuera, adentro, afuera) and inside • Teach the ASL signs for out and outside. • Make sure the child understands the vocabulary associated with opposites.
•Outside Weather • I Can Make You Laugh •Action rhyme Jack-in-the-Box Y Take children to the window Invite children to stick out their Discuss Jack location at the and discuss the weather tongue while looking at start of the rhyme Social Emotional outside. themselves in a mirror. Teach the ASL sign for location. Development • Sing "Clean-Up Time" • "La • Sing "Clean-Up Time" • "La • Sing at naptime "Close Your hora de limpiar". hora de limpiar". Eyes" - "Cierra tus ojos". Make clean up part of your Make clean up part of your daily routine. daily routine.
•Act out the song "Five in the •Chant "Birdie, Birdie, Where Is •Reverse Beanbag Toss Bed" • "Cinco en la cama" Your Nest?"• "Pajarito, Have children toss the (Frog Street Action Songs CD). pajarito, donde esta tu nido?" beanbags inside and outside Discuss the location of the the box. Physical Development •Repeat motor movements birds at the beginning and the again and again. end of the song.
• Hokey Pokey (Frog Street • Freeze Variation • Hokey Pokey (Frog Street Action Songs CD) Use yarn to make two large Action Songs CD) Outdoor Play Invite children to dance. circles and play "freeze" inside Invite children to dance. and outside the circles.
•Frog Street Sing-Along Songs- •Frog Street Action Songs- •Shawn Brown Toddler Tunes Canciones para cantar juntos Canciones de accion de Frog Sing "Opposites" • de Frog Street Street "Opuestos". Music and Movement Sing "Sing a Song of Sing "Go In and Out the Opposites" • "Canta una Windows" • "Entra y sal por las cancion de opuestos". ventanas". • Construction •Sensory Table • Creativity Station Encourage children to haul Invite children to use Invite children draw inside and Learning Centers blocks to and from eyedroppers to drop water outside the circle. construction sites. inside containers. LESSON COMPONENTS Monday Tuesday Wednesday Thursday Friday
• • Develops Greet every increasing child by name • • Develops UNITE: Sing a playful "Good interest Morning in •Uses • UNITE: imitation Sing "Raindrop in pretend Song" play H O knowledge in syntax, meaning, repetitive sounds and words to express creativity and and (rhythm, imagination (D.4.b.) vocabulary (C.1.f.) rhyme, alliteration) (C.3.b.) • Begins to demonstrate healthy • Understands and begins to • Establishes secure and safe habits (A.1.h.) use oral language for relationships with primary • Develops the confidence to conversation caregivers (B.1.a.) explore and make sense of the and communication(C.2.c.) • Shows awareness of world • Develops an expectation that relationships to through simple problem solving words, books, and pictures can family/community/cultural and trial-and-error (D.2.e.) amuse, delight, comfort, inform group (B.2.d.) • Experiments with different Learning Goals and excite (C.3.d.) Develops increasing ability to uses • Begins to develop personal change positions and move for objects (D.2.a.) relationships with peers (B.4.d.) body • Develops and demonstrates • Begins to learn and internalize from place to place (A.2.b.) the ability rules, routines, and directions • Develops control of small to remember and connect new (B.3.e.) muscles for manipulation and and known exploration (A.3.b.) experiences and information • Responds to nonverbal and (D.3.d.) verbal communication of others (C.1.b.)
ToddlerClubProgram
Lesson Plan for Friends • Amigos - Friends with Helpful Hands • Amigos con manos Date: November 27-December 1, 2017 útiles (week 13) Objective: Children will learn about community friends with helpful hands: mail carrier, courier, and trash Parents as Partners: Send home Parents as Partners Card 12. collector
Spanish Vocabulary: cartero, carta, paquete, entrega, mensajero, English Vocabulary: mail carrier, letter, package, delivery, courier, trash collector, please, thank you recolector de basura, por favor, gracias
American Sign Language (ASL): mail carrier, letter, package, delivery, courier, trash collector, please, thank you
LESSON COMPONENTS Monday Tuesday Wednesday Thursday Friday • Greet every child by name • UNITE: Sing "Do You Know • UNITE: Sing "Delivery for • UNITE: Sing "Trash • UNITE: Sing "Do You Know the and introduce the theme. the Mail Carrier?" • "Conoces Me?" • "Hay correo para mi?" Collector" • "El camión de la Mail Carrier?" • "Conoces al Tell children that this week we al cartero?" ( Frog Street Sing- (Frog Street Sing-Along Songs basura" ( Frog Street Sing- cartero?" ( Frog Street Sing-Along will be learning about friends Along Songs CD) . CD). Along Songs CD). Songs CD) . with helpful hands. • CALM: Ask children to follow • CALM: Remind children that • CALM: Demonstrate inhaling • CALM: Ask children to follow • UNITE: Sing "Trash your lead as you take several taking deep breaths is a way to as you bend at the waist and your lead as you take several deep Collector" • "El camión de la deep breaths. help us feel more calm. pretend to pick up trash. breaths. basura" (Frog Street Sing- • CONNECT: Use Max to • CONNECT: Decorate an • CONNECT: Pass the • CONNECT: Name the children Along Songs CD). welcome back children who envelope and put a letter inside. envelope to the children and that are absent and send them well • CALM: Express that stress is have been absent. Teach the ASL sign for letter. review the ASL sign for thank wishes. Starting the Day like trash. • BUILD COMMUNITY: Pass • BUILD COMMUNITY: Discuss you • BUILD COMMUNITY: Discuss • CONNECT: Name the children around the Safekeeper Box and using "listening ears." • BUILD COMMUNITY: Pass :listening ears." Point out that who are absent and send them invite each child to put his or around the Safekeeper Box and listening ears allow you to hear well wishes. •BUILD her photo inside. invite each child to put his or what someone is saying to you. COMMUNITY: Tell children our her photo inside. Challenge children to use gentle classroom is a safe place, we Demonstrate gentle hands hands. are a community of learners Remind them they are safe at who take care of each other. school.
•Read Community Friends • •Prop Story What's in the Box? •Participation story What Will I •Prop Story What's in the Box? •Participation story What Will I Amigos de la Comunidad. • Que hay en la caja? Be? • Que voy a ser? • Que hay en la caja? Be? • Que voy a ser? Have children identify the items Read the story using the postal Read the story and encourage Read the story using the postal Read the story and encourage specifically used by mail package (p 43) children to follow your lead. package (p 43) children to follow your lead. Language Development carriers. Teach the ASL signs for please Use specific terms when Have children stand facing you so and thank you describing items to children. they can see your actions. Teach the ASL signs for mail carrier and letter. Review the ASL sign for community. LESSON COMPONENTS Monday Tuesday Wednesday Thursday Friday
• PhotoGreet everyActivity child Cards by name24 mail • UNITE:Do You SingKnow "Do the You Muffin Know • UNITE:Tool Match Sing "Delivery for • WorkerUNITE: SingPuzzle "Trash • • Who UNITE: Am Sing I? "Do You Know the carrier • cartero) and 25 Man? Challenge children to match the Invite children to complete the Have children sit in a circle and (courier • mensajero) Discuss the street name Workers and Tools: Friends Worker Puzzles: Friends with give them a Worker Hat (p 43). Use the suggestions on the mentioned in the song. Who Keep Us Healthy cards (p Helpful Hands (p 43). Repeat the chant as each child back to practice vocabulary • Photo Activity Cards 26 43). • Photo Activity Cards 20 and stands wearing a hat. and stimulate discussion. (trash collector • Recolector de • Teach the ASL signs for 21 basura Cognitive Development doctor, nurse, dentist, and • Review the ASL signs for • Teach the ASL signs for mail • Teach the ASL signs for veterinarian. doctor, nurse, dentis t, and carrier and courier trash collector veterinarian.
• Make sure the child understands the vocabulary associated with friends with helpful hands.
•Action Rhyme Mail Carrier • Poem Mail Carrier • El •Pass the Letter • Please and Thank You • Which Hand? Dressed in Blue cartero Have children sit in a circle Discuss using polite words Hide and envelope behind your • Teach the ASL sign for passing an envelope around such as please • por favor and back and ask a child to guess Social Emotional • Sing "Clean-Up Time" • "La please, thank you, and letter. from friend to friend. thank you which hand it is in. Development hora de limpiar". Make clean up part of your • Sing "Clean-Up Time" • "La • Sing "Clean-Up Time" • "La • Sing "Clean-Up Time" • "La hora daily routine. hora de limpiar". • Sing at naptime "Close Your hora de limpiar". de limpiar". Make clean up part of your Eyes" - "Cierra tus ojos". Make clean up part of your Make clean up part of your daily daily routine. daily routine. routine.
•Helpful Friends • Amigos •Recycled Paper • Papel •Play Mail Carrier, May I? •Play A Tisket, A Tasket! •Recycled Paper • Papel reciclado utiles reciclado Play a teacher-directed variation Demonstrate how to Crumple recycled paper into balls Have children act out the Crumple recycled paper into of Mother, May I? appropriately shake hands. and toss paper balls into a trash rhyme balls and toss paper balls into •Play When I Was Waking Down can. Physical Development •Repeat motor movements a trash can. the Street. Point out that paper can be again and again. recycled.
• Trash Pick Up • Pair Race • Obstacle Course • Trash Pick Up • Building with Blocks Invite children to use litter bags Pair children and have two Make an obstacle course with Invite children to use litter bags Sit with the children as they build Outdoor Play to help ick up trash from the pairs race each other from a blocks and play equipment. to help ick up trash from the and encourage them by making playground. start line to a finish line. playground. suggestions.
•Frog Street Sing-Along Songs- •Frog Street Action Songs- •Frog Street Sing-Along Songs - •Frog Street Sing-Along Songs - •Shawn Brown Toddler Tunes Canciones para cantar juntos Canciones de accion de Frog Canciones para cantar juntos Canciones para cantar juntos Sing "Five Little Monkeys" • de Frog Street Street de Frog Street de Frog Street "Cinco monitos" and "Community Music and Movement Sing "Do You Know the Mail Sing "When I Was Walking Sing "Delivery for Me?" • "Hay "Trash Collector" • "El camion Helpers" • "Ayudantes de la Carrier? • "Conocen al Down the Street" • "Cuando correo para mi?" de la basura". comunidad". cartero?" iba caminando por la calle". • Construction •Math • Creativity Station •Math •Pretend and Learn Discuss recycling material and Challenge children to sort the Invite children to make greeting Challenge children to sort the Encourage children to "write" Learning Centers build using the recycled "mail." cards and decorate envelopes. "mail." letters, glue stamps on envelopes. materials. LESSON COMPONENTS Monday Tuesday Wednesday Thursday Friday
• • Listens Greet every with interestchild by toname • • Develops UNITE: Sing a playful "Do You interest Know in • • Shows UNITE: confidence Sing "Delivery in for Develops • UNITE: Singan ability "Trash to be • •Develops UNITE: Sing the inclination"Do You Know and the language of others (C.1.a.) repetitive sounds and words increasing abilities (B.2.c.) creative and ability to communicate, pay • Pays attention and exhibits (rhythm, • Begins to demonstrate healthy expressive through a variety of attention, and respond curiosity in people and objects rhyme, alliteration) (C.3.b.) and safe habits (A.1.h.) activities, appropriately to others (B.3.f.) (D.1.a.) • Establishes secure • Develops the confidence to such as pretend play, art, and • Begins to learn and internalize • Demonstrates receptive relationships with primary explore and make sense of the music rules, routines, and directions language and expressive caregivers (B.1.a.) world (D.5.b.) (B.3.e.) language • Shows awareness of through simple problem solving who belongs within the group • Shows ability to cope with stress skills and communication relationships to and trial-and-error (D.2.e.) setting (B.2.h.) (B.3.a.) strategies (C.1.d.) family/community/cultural • Experiments with different Shows confidence in communication skills, such as turn- • Begins to develop personal group (B.2.d.) uses increasing abilities (B.2.c.) taking Learning Goals relationships with peers (B.4.d.) • Begins to develop personal for objects (D.2.a.) • Begins to demonstrate (B.4.e.) • Begins to learn and internalize relationships with peers (B.4.d.) • Develops and demonstrates healthy and safe habits (A.1.h.) Develops skill and confidence with rules, routines, and directions • Develops increasing ability to the ability • Develops the confidence to processes of art, such as drawing, (B.3.e.) change positions and move to remember and connect new explore and make sense of the collage, body from place and known world painting, and constructing (D.5.a.) to place (A.2.b.) experiences and information through simple problem • Develops control of large (D.3.d.) solving and trial-and-error muscles for movement, (D.2.e.) navigation, and balance (A.2.a.)